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Sens i bezsens państwowego systemu awansu zawodowego nauczycieli

100%
Anna W.
Kwartalnik Pedagogiczny
|
2014
|
issue 1-2(231-232)
167-180
EN
The article is based on nationwide research on the system of teachers’ professional promotion, conducted in the years 2010–2012. It presents the main advantages and disadvantages of the system, which was reformed more than ten years ago. The evaluation is made by primary and lower secondary school teachers and principals. The analysis of the gathered materials shows the necessity of important change of the system of promotion and many postulates are formulated in the article, such as: reduction of bureaucracy and formalism, change of procedures, adaptation of advancement requirements to the needs of teachers and schools, solving the problem of teachers’ motivation for systematic professional development, after they achieve the highest degree of the professional ladder.
2
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The System of Teachers’ Professional Advancement and Potential Threats to Building Their Identity Within Its Framework

63%
Anna W., Zielińska A.
Kultura Pedagogiczna. Międzynarodowe Pismo Pedagogiczne
|
2015
|
issue 1
65-78
EN
Professional identity combines some elements of personal and social identity in the area of goals, values, principles and measures. The paper focuses on the reflection of ambiguity of creating teachers’ professional identity during educational reform. The new system of teachers’ professional advancement has been in place in Poland for more than ten years. We have conducted complex empirical research aimed at comprehensive evaluation of that system (teachers, heads of schools and local authorities were surveyed). The theoretical framework is constructed on the concepts of the contemporary narrative theories of Ch. Taylor, A. Giddens, P. Ricoeur. There is a yawning gap between the path of improvement of quality imposed by the formal requirements of the system and the needs and educational aims formulated by teachers themselves, stemming from their everyday practice. The research provided important implication for educational policy, such as: a necessity for combining statutory requirements with particular school needs and teachers’ individual development.
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